Can Do Descriptors

KEY USES EDITION

Kindergarten
The WIDA Can Do Descriptors, Key Uses Edition, Grades K–12
The WIDA Can Do Descriptors provide examples of what language learners can do at various
stages of English language development in listening, speaking, reading and writing. The WIDA
Can Do Descriptors, Key Uses Edition is one component of the WIDA Standards Framework
es of Language D
(shown at right). The framework, as a whole, supports the implementation of the WIDA English in cipl eve
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Language Development Standards in the instruction and assessment of language learners. We in ropriat
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encourage educators to use the WIDA Can Do Descriptors, Key Uses Edition in conjunction lly e

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with the other components of the framework, along with the previous edition of the Can Do ta

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Descriptors. For more information on the WIDA Standards Framework, visit www.wida.us. Performance

Develop

ang
Definitions

uage
The WIDA Can Do Descriptors, Key Uses Edition provides examples of academic language use for
four specific communicative purposes. These purposes, referred to as Key Uses, were identified
based on reviews of literature and a language analysis of college and career readiness standards: Standards &
their Matrices
n s
Recount: To display knowledge or narrate experiences or events. Example tasks for the So t

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ci o ex
cultural Cont

Ex

y
Key Use of Recount include telling or summarizing stories, producing information m

ph
o

e
pl s
reports, and sharing past experiences. ify ilo
ing Ph
the W o
IDA Can D
Explain: To clarify the “why” or the “how” of ideas, actions, or phenomena. Example
tasks for the Key Use of Explain include describing life cycles, sharing why or how things
work, stating causes and effects, and sharing results of experiments. WIDA Standards Framework

Argue: To persuade by making claims supported by evidence. Example tasks for the Key
Use of Argue include stating preferences or opinions and constructing arguments with
evidence.

Discuss: To interact with others to build meaning and share knowledge. Example tasks for the Key Use of Discuss include participating in small or large
group activities and projects.

The WIDA Can Do Descriptors, Key Uses Edition and the example descriptors are not exhaustive but are meant to help guide the planning and conversation
around meaningful participation of language learners in stardards-based contest curriculum, instruction, and assessment.

2
Organization of the WIDA Can Do Descriptors, Key Uses Edition, Grades K–12
The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs
2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and within each Key Use, there are example
descriptors for WIDA’s six levels of language proficiency (ELP Levels 1–6).

The descriptors in Level 6 represent the language performance of students who have met all the criteria for Level 5. Unlike the descriptors at Levels 1–5 that
provide examples of performance at the end of the level, the descriptors at Level 6 are examples of performance within Level 6.

For three of the Key Uses (Recount, Explain, and Argue) you’ll see descriptors for the four language domains (Listening, Reading, Speaking, and Writing).
The descriptors for the Key Use Discuss are only shown for oral language. The Key Use Discuss highlights the importance of oral language development for
meaningful participation of all language learners, regardless of their level of language proficiency.

Potential Uses for the WIDA Can Do Descriptors, Key Uses Edition

Audiences The WIDA Can Do Descriptors, Key Uses Edition can help….

Educators who work with
language learners, including
coaches, teachers (e.g., general
education, gifted and talented,
special education, Title I), language
specialists, and support staff.
• Differentiate curriculum, instruction, and assessments designed in English based on language learners’ levels of
English language proficiency
• Collaborate and engage in instructional conversations about the academic success of language learners in English
environments
• Advocate for equitable access to content for language learners based on their level of language proficiency

Administrators and school leaders • Communicate with other educators about students’ English language development
• Support the WIDA Can Do Philosophy throughout schools and districts
• Advocate for equitable access to content for language learners based on their level of language proficiency

Stakeholders are encouraged to use the Can Do Descriptors beyond the audiences and purposes identified above to advocate on behalf of language learners.

3
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by
• Pointing to pictures • Responding with • Acting out songs, • Role playing • Arranging content- • Identifying
described orally in gestures to songs, chants, stories and in response to related objects drawings or other
context (e.g., “the big chants, or stories poems with gestures illustrated stories or illustrations visual displays
dog”) modeled by teachers as a whole group read aloud according to oral from elaborate
• Finding familiar • Matching familiar • Following sequential • Matching extended discourse with a descriptions with
people, places, or pictures, objects, or language for oral oral descriptions partner details
objects named orally movements to oral directions one step of content- • Making patterns • Identifying detailed
LISTENING

(e.g., “Where’s a statements (e.g., at a time (e.g., “Walk related topics to from real objects information in oral
chair?”) “Clap your hands.”) to the door. Now, illustrations or or pictures based discourse or through
come to the circle.”) graphics (e.g., “The on detailed oral multimedia
bright yellow ball is descriptions from a
KEY USE OF RECOUNT

shining in the sky.”) model (e.g., “Follow

me. Put two blue
crayons on your table.
Then put two red
crayons. Now put
two more crayons of
another color.”)

Recount by Recount by Recount by Recount by Recount by Recount by

• Repeating words, • Restating some • Retelling main • Retelling familiar • Relating school- • Retelling familiar
simple phrases or language associated events in short stories through a based content and stories, including
expressions from with illustrated narrative stories to series of pictures personal experiences key details with
familiar stories as a short stories or peers using pictures • Sharing personal with peers and prompting and
whole class informational text • Describing stories or adults support
• Participating in (e.g., “I see.” “I attributes of familiar experiences with • Rephrasing events • Describing details
SPEAKING

group songs, chants, hear.”)
or poems using • Re-enacting
gestures or physical various roles when
movement interacting in pairs
or in small groups
objects, people, and others (e.g., in from stories or about characters,
places multiple languages) information with a settings, and
partner (e.g., class major events in
rules or routines) illustrated stories
with prompting and
support

*Except for Level 6, for which there is no ceiling.

4
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by Process recounts by
• Matching icons • Reproducing • Identifying familiar • Identifying words in • Ordering words to • Identifying major
and symbols to content-related words in context picture dictionaries form short sentences events in stories
corresponding information in (e.g., in Big Books or (e.g., in multiple from oral models with prompting and
pictures oral text through wall charts) in small languages) (e.g., using pocket support
• Identifying labeled drawings groups • Recognizing charts, cards) • Identifying main
real-life classroom • Acting out familiar • Recognizing persons common types of • Identifying language ideas and details in
READING

objects (e.g., tables,
books, door)
KEY USE OF RECOUNT
rhymes from text and settings in text (e.g., storybooks, related to spatial common types of
read aloud or illustrated text read poems) read aloud relations (e.g., in illustrated text (e.g.,
chanted in small aloud front of, next to, in trade books, rhymes)
groups between)

Recount by Recount by Recount by Recount by Recount by Recount by

• Dictating personal • Reproducing • Reproducing • Producing familiar • Describing everyday • Stating information
information scribed symbols, numbers, familiar words from words and phrases experiences using to answer modeled
by adults (e.g., and illustrated labeled models or from environmental illustrated phrases questions about
about self and family words from models illustrations (e.g., print and illustrated and short sentences experiences with
members) in context labeled dioramas) text • Producing guidance
• Reproducing icons • Drawing and • Restating facts • Drawing and illustrated stories • Using new words
or environmental labeling familiar about personal describing about self or family and phrases
WRITING

print related to self
from models
people, objects, or experiences shared different parts of (e.g., using one or acquired through
events from models with classmates (e.g., stories, personal more languages) conversations or
(e.g., word walls, through illustrated experiences, or oral reading in short
posters, cards) text) events (e.g., written illustrated sentences
conversations) with a
peer

*Except for Level 6, for which there is no ceiling.

5
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process Process Process Process Process Process
explanations by explanations by explanations by explanations by explanations by explanations by
• Identifying • Matching real- • Identifying language • Drawing individual • Identifying • Recognizing
illustrated activities life objects to associated with phases or steps to illustrations related language related
described orally illustrations about features of objects or “how” questions to cause and to scientific or
• Following modeled their use based on print (e.g., “Show me (e.g., “How does a effect from oral mathematical
actions to show oral statements a word in the title.”) caterpillar change information processes
LISTENING

likes or dislikes (e.g., • Identifying • Following peer- into a butterfly?”) • Reenacting • Identifying patterns
using “or” words and people and places modeled oral • Pointing out procedural in procedures or
phrases, “read” or associated with commands with a illustrated details information natural phenomena
“write”) everyday events partner that match oral obtained from in illustrated stories
described orally descriptions of videos or other read aloud
KEY USE OF EXPLAIN

(e.g., “It is Monday. cycles or procedures media (e.g., “Show

You are at school.”) me how to make day
and night.”)

Explain by Explain by Explain by Explain by Explain by Explain by

• Identifying familiar • Describing uses of • Comparing sizes of • Describing • Providing details • Comparing two
objects used in everyday objects familiar phenomena classroom routines related to classroom objects using
everyday routines or roles of familiar (e.g., bigger than/ (e.g., putting away activities and tasks measurable
and activities with a people (e.g., smaller than, longer/ puzzles) in small groups attributes (e.g., “The
partner (e.g., in the “Teacher reads.”) wider) • Comparing (e.g., how we work table is higher than
home language and • Stating attributes • Stating reasons for and contrasting together) the chair.”)
English)
SPEAKING

• Rehearsing and
acting out key steps
in procedures or
classroom routines
following models
(e.g., “Put away toys.
Get in line.”)
and classifying classroom routines placement of real- • Describing steps • Describing the
objects into or procedures with life objects and in familiar cycles causes or effects
illustrated categories a partner (e.g., phenomena (e.g., and processes (e.g., of different
to show how they expected behaviors) “on the table” v. getting in a circle to phenomena based
go together (e.g., “under the table”) play a game) on observations and
shapes, colors, sizes) experiences (e.g.,
pull/push, sink/float)

*Except for Level 6, for which there is no ceiling.

6
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process Process Process Process Process Process
explanations by explanations by explanations by explanations by explanations by explanations by
• Matching • Identifying • Pointing out causes • Demonstrating the • Matching familiar • Drawing sketches or
illustrations with illustrated words or or motives in relationship between descriptive phrases models to show how
modeled language icons to show why illustrated stories objects, people, to objects or to solve problems
with a partner (e.g., in play-based read aloud or animals from illustrations with a read from illustrated
• Identifying steps activities) • Showing detailed descriptions partner (e.g., steps in informational text
in procedures from • Following illustrated relationships read aloud using morning routines) • Locating descriptive
READING

illustrations and
icons (e.g., “It goes
up. It comes down.”)
KEY USE OF EXPLAIN
directions with a depicted in gestures (e.g., “the • Comparing how language related to
peer (e.g., to form informational text big tall giraffe to do something in “how” or “why” in
shapes or patterns) with real-life objects and the teeny tiny different ways from illustrated text in
(e.g., “5 is more than mouse”) illustrated stories small groups

3.”) • Classifying how to (e.g., making fruit

resolve situations salad)
faced by characters
or in content-related
text using graphic
organizers

Explain by Explain by Explain by Explain by Explain by Explain by

• Describing familiar • Connecting oral • Describing • Describing how • Describing uses of • Stating steps of
routines by drawing language to print familiar events or to do something tools or objects with familiar routines or
pictures and (e.g., through phenomena using through a sequence a peer (e.g., from events by drawing,
dictating to adults language experience) sentence starters and of pictures and illustrated phrase dictating, and
(e.g., in one or more • Reproducing drawings words walls) writing
languages) labeled pictures • Identifying self as • Composing group • Sequencing content- • Responding to
WRITING

• Drawing what or photographs to an author through drafts on different related processes “how” questions and
comes next describe processes pictures and processes based by drawing and suggestions from
(e.g., in stories or or procedures (e.g., invented words (e.g., on oral input or describing objects peers, with guidance
experiments) producing an album) by keeping a journal) experiences modeled (e.g., from seeds to from adults, to add
by teachers plants) details to text

*Except for Level 6, for which there is no ceiling.

7
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by
• Identifying personal • Discriminating • Acting out opposites • Drawing to make • Agreeing or • Interpreting which
choices (e.g., “Show between words and using gestures (e.g., predictions from disagreeing with side to take and
me your favorite…”) phrases related to through songs or illustrated stories oral claims using why from dialogs or
from different personal choices chants) read aloud (e.g., gestures (e.g., short conversations
examples (e.g., “The park or • Responding non- “What happens “Tomorrow will be • Identifying details of
• Classifying the zoo?”) verbally to show next?”) hotter than today.”) stories or scenarios
everyday objects by • Identifying oral agreement or • Classifying fact • Identifying reasons read aloud that
LISTENING

descriptive features preferences stated by disagreement with from fiction in for choices in real represent different
(e.g., red ones, blue others (e.g., choosing opinions of others oral discourse (e.g., life scenarios read points of view
ones) pictures or objects) (e.g., thumbs up, through physical aloud (e.g., by
thumbs down) responses or sorting circling pictures)
pictures)
KEY USE OF ARGUE

Argue by Argue by Argue by Argue by Argue by Argue by

• Stating personal • Stating personal • Stating personal • Expressing likes, • Offering personal • Agreeing or
likes from oral preferences (e.g., “I preferences or dislikes, or opinions about disagreeing
prompts (e.g., sports, like this.”) opinions (e.g., preferences with content-related ideas with reasons
food, animals) • Agreeing or “Recess is best.”) reasons (e.g., “I like in small groups for categorizing
• Naming choices disagreeing with • Predicting everyday ___ because___.”) • Giving reasons for content-related
from models (e.g., familiar questions situations or events • Giving reasons content-related information with a
SPEAKING

“Apple or banana?”) (e.g., “Are you ready?” from illustrations for classifying information when partner
“Yes I am.”) familiar objects with modeled (e.g., “These • Stating personal
classmates (e.g., in animals go together opinions with
open sorts) because they have justification for
spots.”) content-related ideas
or topics

*Except for Level 6, for which there is no ceiling.

8
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by Process arguments by
• Pointing to • Classifying labeled • Predicting next • Interpreting pictures • Evaluating • Identifying different
labeled pictures or pictures of personal steps, actions, in informational situations in picture points of view from
objects of personal choices from or events in text as true or false books and matching illustrated text with
preferences stories according to informational text in small groups them to related prompting and
• Matching different character and stories read • Comparing reasons for choices support
illustrations to traits aloud (e.g., by choices of different • Agreeing or • Identifying
words of personal • Making choices pointing to pictures) characters in disagreeing with similarities in and
READING

interest as modeled from illustrated • Indicating illustrated text read actions of characters differences between
descriptions read agreement or aloud (e.g., using T in illustrated text two texts on the
aloud and sharing disagreement with charts) read aloud same topic (e.g.,
with peers (e.g., authors’ points of pasting or matching
based on “or” phrases) view of text read words found in both
KEY USE OF ARGUE

aloud with a partner sources)

Argue by Argue by Argue by Argue by Argue by Argue by

• Illustrating likes • Drawing and • Agreeing or • Producing • Making requests to • Composing opinion
or dislikes from reproducing words disagreeing with statements about indicate preferences pieces using
real-life objects or about preferences choices (e.g., choices using (e.g., “Can I have content-related
pictures (e.g., from charts or producing “yes” or different models as …?”) language with
• Drawing or making posters) “no”) from models examples (e.g., “I • Listing reasons for prompting and
collages about • Stating personal • Completing text want to ____.”) content-related support
WRITING

personal interests
or content-related
topics in small
groups
choices from models about personal • Building short choices with • Making claims using
(e.g., labeling photos opinions on sentences from guidance and content-related
or drawings of self ) different topics (e.g., personal preferences support (e.g., “Why language about
“I like ___.”) using pictures or do you like number topics or books (e.g.,
photos with partners 5?”) dictated to adults)

*Except for Level 6, for which there is no ceiling.

9
 By the end of each of the given levels of English language proficiency* English language learners can...
K
ELP Level 1 ELP Level 2 ELP Level 3 ELP Level 4 ELP Level 5 ELP Level 6
Entering Emerging Developing Expanding Bridging Reaching
Discuss by Discuss by Discuss by Discuss by Discuss by Discuss by
• Attending to • Addressing others • Working together • Proposing ideas • Asking questions to • Sustaining
the speaker to according to collaboratively to contribute to extend conversations conversations on a
demonstrate relationship (e.g., (e.g., taking turns, conversations • Demonstrating topic
understanding student-student, listening to others) • Asking questions to active listening to • Building on
ORAL LANGUAGE

• Following routines, student-teacher) • Using language and request clarification show respect to the comments/
chants, and songs • Participating in body movement to speaker responses of others
exchanges between include others in
peers (e.g., thumb conversations
buddies, turn and
talk)
KEY USE OF DISCUSS

*Except for Level 6, for which there is no ceiling.

10
Copyright Notice

© 2016 Board of Regents of the University of Wisconsin System, on behalf of WIDA. The WIDA Can Do Descriptors, Key Uses Edition,
Kindergarten, (“Can Do Descriptors”) may not be reproduced, modified, or distributed without prior written permission from WIDA. The WIDA
Can Do Descriptors, Key Uses Edition, Kindergarten is for your personal, noncommercial use only. Fair use of the WIDA Can Do Descriptors, Key Uses
Edition, Kindergarten includes reproduction for the purpose of teaching (including multiple copies for lesson planning).

To order more copies of this booklet, please visit the WIDA Store at https://www.wceps.org/Store/WIDA or call toll free 1- 877-272-5593 or
e-mail store@wceps.org.

Acknowledgements
The development of the Can Do Descriptors represents the work of many educators in the field. WIDA would like to extend its appreciation
to everyone who contributed through their expertise to this work, including the staff at the Center for Applied Linguistics for their ongoing
partnership and support.

Please visit www.wida.us to view a full list of educators who participated on the development workshop, national experts who shared their expertise
in the development process, and those who participated in the review of the Can Do descriptors.
Version 1.1 8/1/16
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us